Sustainability is crucial to address current economic, social, cultural and ecological issues, where the central question is how we sustainably live together within the planet’s boundaries. Addressing complex sustainability issues requires new competencies, moving away from traditional education (knowledge oriented) towards transformative education approaches in which teachers and students take the roles of agents of change. Education plays a key role in in this context.
Radboud University (RU) embraces transformative education for sustainability introducing, among other innovations, Sustainability Testimony (ST) since 2019-2020. The overarching goal of the ST is to encourage students to integrate sustainability into their learning path, promoting interdisciplinary education. ST-eligible courses addressing social and/or ecological sustainability are offered to students. However, it appears that sustainability is very little represented across the educational offer of the CS bachelor, where only a handful of courses are listed in the ST offer.
In this project we investigate how students can contribute to the re-design of CS bachelor courses.
The expected outcome is a better understanding of the role students could play in helping lecturers with the integration of sustainability in their courses and a better understanding of the difficulties lecturers encounter when planning for sustainability integration.